ABSTRACT
Notwithstanding the large and rapidly increasing size of a diverse US Hispanic population, there has been little increase in the number of Spanish-speaking health practitioners and supporting medical staff (Peterson-Lyer, 2008). This discrepancy contributes to linguistic and cultural difficulties and barriers for LEP (Limited English Proficiency) Hispanic patients as well as for their English-speaking healthcare providers and supporting staff members. Research has shown that now more than ever, the ability to communicate in Spanish and to develop respectful cross-cultural rapport based on an ongoing practice of self-reflection and co-learning is vital for all healthcare employees (Auerbach, 2012; Fernández et al., 2011; Martínez, 2010; Sorkin et al., 2007 and Wilson et al., 2005). Although many medical facilities do provide interpreters (physically present or remotely accessible) in order to bridge communicative barriers, they do not facilitate direct communication between healthcare employees and their patients. As a consequence, healthcare practitioners often feel excluded from the conversations and are unable to establish patient-centered care because of these language access barriers and unintentional cultural insensitivity or unawareness. Language is the means by which patients access the health delivery system and make decisions about treatments. Failure to acquire language and respectful cross-cultural relationship-building skills hinders the establishment of a trusting therapeutic alliance and of quality health care. Because of the unavailability of Spanish-speaking personnel, there is currently a strong need for a Spanish medical program that can successfully develop oral proficiency and cultural humility for professionals and staff in the health-related fields, while taking into consideration the different factors that make the attainment of these skills and sensitivity difficult.
